000			02144 a2200373 4500
005			20250526161925.0
008			250430042024GB 44 eng
020			_a9781032489216 _qBC
037			_bTaylor & Francis _cGBP 35.99 _fBB
040			_a01
041			_aeng
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100	1		_aInger-Marie F. Christensen _9264
245	1	0	_aCreating Design Knowledge in Educational Innovation _bTheory, Methods, and Practice
250			_a1
260			_aOxford _bRoutledge _c20241021
300			_a290 p
520			_bExamining how research-informed design knowledge is created, represented, and used in educational research and innovation projects, this book offers theoretical, methodological, and practical guidance on how to (and how not to) create, represent, and (re)use research-informed design principles. The chapters explore how educational researchers, designers, teachers, and other innovating practitioners can make outcomes of educational research and innovation projects scalable, readily applicable in educational design, and impactful on practice. They offer methodological "know-how" that is theoretically robust and grounded in research and design experiences. Providing critical reflection on current theories, methods, and practices, this book also considers directions for the future in light of developments in semantic web technologies, AI, and other emerging technologies. This book is a helpful guide for researchers, research students, and innovation designers who aim to produce and apply design knowledge that is robust, grounded in research, and practically useful as a part of diverse research and innovation projects.
700	1		_aLina Markauskaite _4B01 _9265
700	1		_aNina Bonderup Dohn _4B01 _9266
700	1		_aDwayne Ripley _4B01 _9267
700	1		_aRoland Hachmann _4B01 _9268
999			_c10215 _d10215